Perfectionism is often idealized as a drive toward excellence, yet its complex relationship with student well-being is only beginning to be fully understood. A groundbreaking study from the University of Eastern Finland sheds new light on how different perfectionistic tendencies among upper secondary education students relate to their mental health and engagement. This research underscores that not all perfectionism is created equal and highlights the pivotal role of social support in moderating these effects.
The study involved a robust sample of 2,005 Finnish students enrolled in general upper secondary education. By employing a detailed online questionnaire, researchers classified students into four distinct perfectionistic profiles based on their levels of strivings and concerns. These profiles included the “ambitious” (high strivings, low concerns), “perfectionists” (high strivings, high concerns), “concerned” (low strivings, high concerns), and “non-perfectionists” (low strivings, low concerns). The distribution among the sample was relatively even, with ambitious and concerned students each representing 28%, perfectionists 24%, and non-perfectionists 20%.
Engagement and psychological well-being varied markedly across these groups. Ambitious students demonstrated high levels of school engagement and exhibited few psychological challenges, indicating an adaptive form of perfectionism where the drive for achievement does not compromise mental health. Conversely, non-perfectionists, despite their lower striving tendencies, showed comparable engagement to perfectionists and reported relatively high well-being. This suggests that a lower pursuit of unattainable goals does not necessarily equate to disengagement or poor mental health.
However, the findings paint a more concerning picture for students categorized as perfectionists and concerned. Both these groups exhibited significant struggles with well-being – notably higher levels of burnout, depression, and anxiety. Among them, perfectionists fared worst, with the highest incidence of these symptoms and decreased school engagement relative to ambitious students. Concerned students, characterized by their heightened worries without the balancing high strivings, showed the lowest school engagement of all groups, spotlighting the detrimental impact of negative self-evaluation and fear of failure.
Central to these results is the recognition that the psychological burden of perfectionism is primarily driven by concerns over performance and dissatisfaction rather than merely the intensity of aspirations. This aligns with broader psychological theories positing that maladaptive perfectionism arises from fear of mistakes and excessive self-criticism, which directly erode mental health. The study robustly confirms that these internalized concerns demand targeted attention in educational environments.
Crucially, the investigation explored how perceived social support intersects with perfectionistic tendencies to influence well-being. Students reported varying degrees of support from teachers, school psychologists, family, and friends, and its presence or absence significantly moderated the impact of perfectionism on mental health metrics. Adequate support from teachers was strongly linked to reduced symptoms of burnout, depression, and anxiety, equating to the mental health status of students who felt no need for such support. The absence of teacher support, however, corresponded with poorer outcomes across all perfectionistic profiles, emphasizing the teacher’s role as a critical buffer.
The role of school psychologists was less definitive, potentially attributable to fewer students utilizing such support or the fact that those seeking psychological services may already present with more severe symptoms. Accessibility barriers to psychological support services further complicate this dynamic, underscoring systemic challenges in effectively addressing student mental health at scale.
Family support emerged as a significant factor in mitigating anxiety symptoms among the general upper secondary population. Students perceiving sufficient familial backing experienced lower anxiety levels comparable to peers who did not require family support. This finding emphasizes the protective function of close social bonds in buffering the stress associated with academic and personal pressures.
Furthermore, perceived support from friends exhibited the strongest moderation between perfectionistic traits and well-being. Intriguingly, perfectionists reported poor well-being irrespective of support from friends, suggesting that for this group, internal factors may overpower external buffering efforts. Nonetheless, the lack of support from friends and family universally exacerbated mental health problems, even in the ambitious group previously identified as resilient. Ambitious students deprived of social support experienced depressive and anxiety symptoms on par with perfectionists, revealing that even adaptive perfectionism is vulnerable without a strong social safety net.
This study thus asserts that the quest for high achievement, when coupled with fear of failure and harsh self-judgment, is intrinsically harmful unless situated within a supportive environment. It is not merely the demands students place on themselves, but the psychological safety surrounding these demands that dictates outcomes. Educational systems must therefore foster environments where mistakes are normalized and learning is decoupled from identity threats.
The increasing prevalence of perfectionism in contemporary youth aligns with broader cultural shifts, including social media proliferation and heightened social comparison. These forces magnify performance anxieties and contribute to rising trends in burnout and depression. The research from the University of Eastern Finland provides critical empirical grounding to these societal observations, advancing understanding of perfectionism as a multifaceted construct with profound implications for adolescent development.
Adolescence is a formative period for the crystallization of perfectionistic tendencies, making interventions at this stage particularly salient. Tailored support that recognizes the heterogeneity of perfectionistic profiles can optimize educational engagement while safeguarding mental health. The study’s findings advocate for integrated welfare strategies that encompass teacher training, family engagement, and peer support enhancement.
This research is part of the WELL2 – Making the Grade but Feeling Exhausted project, supported by the Research Council of Finland, which seeks to unravel the complex interplay between motivation, perfectionism, and well-being across upper secondary education trajectories. By illuminating the nuanced interdependencies between psychological profiles and social resources, the study charts a course toward evidence-based policies that can alleviate student distress and promote sustainable academic success.
Looking ahead, the research team plans to extend their inquiry into vocational education and training settings. These environments represent a vital context for high-striving students not extensively studied until now, promising insights that could inform tailored support mechanisms across diverse educational pathways.
Ultimately, this study heralds a paradigm shift in how educators, policymakers, and mental health professionals understand and respond to perfectionism in youth. Its message is clear: cultivating a secure, empathetic community around students is as essential as fostering their ambition.
Subject of Research: Perfectionistic tendencies and well-being among students in general upper secondary education.
Article Title: Perfectionistic profiles and well-being in general upper secondary education: The moderating role of perceived support.
News Publication Date: 9-Sep-2025
Web References: http://dx.doi.org/10.1016/j.ijer.2025.102769
Keywords: perfectionism, student well-being, burnout, anxiety, depression, social support, upper secondary education, academic engagement, psychological resilience, adolescent mental health, educational psychology, coping mechanisms
